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iRubric: Assessment Planning Process rubric

iRubric: Assessment Planning Process rubric

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Assessment Planning Process A summative evaluation of the student's integration of the following skills: Developing diagnostic questions based on referral, identifying the target information that must be elicited during the course of the assessment, comparing and contrasting formal testing tools and selecting the ones most relevant to the needs of the client and the nature of the information to be obtained, and developing a timed agenda with reinforcement schedule that facilitates completion of the assessment. Rubric Code: HXB889B By chase123 Ready to use Public Rubric Subject: Communication Type: Assessment Grade Levels: Graduate

Assessment Planning
	Poor 1 pts	Fair 2 pts	Excellent 4 pts
Diagnostic questions 25 %	Poor not client focused rote or cookie-cuttter without evidence of individualization to the client does not respond to referral questions references screening items separately, makes good	Fair client focused not sufficiently individualized vaguely responds to referral questions is too broad or too specific references screening items separately, makes fair choices about which areas should be screened vs. evaluated	Excellent client focused individualized respond to referral questions is neither too broad nor too specific references screening items separately, makes good choices about which areas should be screened vs. evaluated
Selection of tools 40 %	Poor tool selections do not provide the info necessary to answer the diagnostic questions does not compare at least two items in a category or the items compared are very dissimilar in targeted skill areas rationale statement for final choice is not professional, evidence-based, or clearly written	Fair tool selections are not fully able to provide the info necessary to answer the diagnostic questions compares at least two items in a category or choices do not all target similar skill areas (comparing unlike items) rationale statement for final choice is not fully professional, evidence-based, or clearly written	Excellent tool selections provide the info necessary to answer the diagnostic questions compares at least three items in a category, all target similar skill areas rationale statement for final choice is professional, evidence-based, and clearly written
Timed agenda 15 %	Poor does not prioritize most necessary information to be obtained does not indicate opportunities to facilitate rapport with client does not scaffold difficulty or invasiveness of procedures does not considers age, developmental level, linguistic, and cultural needs of client	Fair does not prioritize most necessary information to be obtained notes opportunities to facilitate rapport with client some attention to scaffolding difficulty or invasiveness of procedures in some instances considers age, developmental level, linguistic, and cultural needs of client	Excellent prioritizes most necessary information to be obtained notes opportunities to facilitate rapport with client scaffolds difficulty or invasiveness of procedures considers age, developmental level, linguistic, and cultural needs of client
Reinforcement 10 %	Poor detracts from evaluation process violates assessment practices	Fair age and developmentally questionable present but not explained does not detract from evaluation process does not violate assessment practices	Excellent age and developmentally appropriate clearly explained how it will be implemented does not detract from evaluation process does not violate assessment practices
Potential problems 10 %	Poor Clearly states less than three separate potential problems Solutions cannot be reasonably implemented during the assessment Does not consider the age, developmental, cultural, and linguistic needs of the client	Fair Clearly states three or four separate potential problems Gives operational solutions that could be reasonably implemented during the assessment but that do not fully consider the age, developmental, cultural, and linguistic needs of the client	Excellent Clearly states five separate potential problems Gives operational solutions that could be reasonably implemented during the assessment Considers the age, developmental, cultural, and linguistic needs of the client in both determining problems and identifying potential solutions

Keywords:

Speech Pathology

Subjects:

Communication

Types:

Assessment

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